A limited constitutional government calls for a rules-based, freemarket monetary system, not the topsy-turvy fiat dollar that now exists under central banking. This issue of the Cato Journal examines the case for alternatives to central banking and the reforms needed to move toward free-market money.

The more widespread use of body cameras will make it easier for the American public to better understand how police officers do their jobs and under what circumstances they feel that it is necessary to resort to deadly force.

Americans are finally enjoying an improving economy after years of recession and slow growth. The unemployment rate is dropping, the economy is expanding, and public confidence is rising. Surely our economic crisis is behind us. Or is it? In Going for Broke: Deficits, Debt, and the Entitlement Crisis, Cato scholar Michael D. Tanner examines the growing national debt and its dire implications for our future and explains why a looming financial meltdown may be far worse than anyone expects.

The Cato Institute has released its 2014 Annual Report, which documents a dynamic year of growth and productivity. “Libertarianism is not just a framework for utopia,” Cato’s David Boaz writes in his book, The Libertarian Mind. “It is the indispensable framework for the future.” And as the new report demonstrates, the Cato Institute, thanks largely to the generosity of our Sponsors, is leading the charge to apply this framework across the policy spectrum.

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Miss USA Contestants: America in Glamourcosm?

A rabid fan of both Cato’s Center for Educational Freedom and The Miss USA Pageant (some may know him as Jim Harper) just sent me a link to this YouTube video. In the vid, all the contestants in the just-completed, aforementioned pageant discuss whether the theory of evolution should be taught in schools.

I didn’t tally their responses, but just listening to the contenders it seems their consensus answer represents America in microcosm: Most seem to have serious doubts about evolution, but support teaching it along with other viewpoints. It reflects both the overall split within the American public—40 to 50 percent of Americans are creationists, and roughly the same segment evolutionists—as well as the consensus view on teaching human origins: About 60 percent of Americans support teaching both evolution and creationism in public schools.

Of the most interest to us here at CEF is whether public schooling can even handle a hot-button issue like human origins. Is a government system of schools that all diverse people must support capable of dealing with a controversial subject like this, or will it spark conflict that ultimately ends with no side getting the view it wants taught?

The existing evidence shows that government schooling generally can’t handle controversy, but that is almost never even mentioned in the seemingly endless war between creationists and evolutionists. And the same is true for the aspiring Miss USAs. While a few appeared to conclude that the nation is too diverse for public schools to deal with this topic—see Miss Kentucky at the 5:07 mark, and Miss Utah at 12:36—the majority made no mention of the problem. Fortunately, only one gave the answer libertarians should fear most: Miss Indiana ( 4:25 ) said “I think we should leave that up to the government.” (In the Hoosier rep’s defense, she did eventually conclude that we should “just leave that out of the equation” because it would be too controversial).

At least when it comes to the teaching of human origins in schools, Miss USA contestants really do appear to represent their country.